Building a student-centered assessment community: motivations, experiences, supports, and challenges

Abstract

Abstract:Over the past three years, a community of faculty and graduate teaching assistants has developed within the University of Kentucky Mathematics department centered around the use and development of student-centered assessment methods. In this article, we discuss the environmental factors that contributed to the growth of this community, our motivations for engaging in this work, and the surprisingly consistent successes we have experienced independent of gender or career stage. We conclude by sharing suggestions for experienced instructors interested in building communities around the theme of student-centered assessment methods.Keywords: AssessmentSpecifications GradingStandards-Based GradingDisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also. Additional informationNotes on contributorsJustin BarhiteJustin Barhite is a Visiting Teaching Assistant Professor at the University of Colorado Boulder; previously he was a mathematics graduate student at the University of Kentucky. His mathematical interests include algebraic topology and category theory. He is also interested in student-centered learning and growth-focused grading systems.Benjamin BraunBenjamin Braun is a Professor of Mathematics at the University of Kentucky, where he serves as Director of Graduate Studies. His mathematical interests include combinatorics, algebra, and geometry. His educational interests include using writing in mathematics courses, affective aspects of mathematical learning, and the intersection of mathematics teaching and learning with psychology, history, critical theory, and other disciplines.Courtney GeorgeCourtney George is a Visiting Assistant Professor at the University of California, Riverside. She received her PhD in Mathematics at the University of Kentucky. Her mathematical interests include algebraic and tropical geometry while her educational interests include growth-based grading metrics and incorporating technology in the classroom.Angela HansonAngela Hanson is an Assistant Teaching Professor at Villanova University. Her mathematical interests include tropical geometry and applying discrete math and graph theory to algebraic problems. Her educational interests include integrating personal and professional development goals with content goals, while implementing flexible assessment strategies to improve inclusivity in her classes and provide numerous opportunities for course engagement and success.Hunter LehmannHunter Lehmann is an Academic Professional at Georgia Institute of Technology, where he serves as Director of Undergraduate Advising. He did his PhD work at the University of Kentucky and taught full-time there for a year post PhD. His educational interests include integrating technology and writing into mathematics courses, active learning in large lectures, and alternate assessment strategies. Besides mathematics, he enjoys rock climbing and hiking with his wife.Camille SchuetzCamille Schuetz is an Assistant Professor at the University of Wisconsin-Platteville. She received her PhD at the University of Kentucky. Her research interests are in analysis and partial differential equations, specifically dispersive partial differential equations. She is also interested in implementing student-centered assessment, facilitating active learning, and helping students develop a growth mindset.Chloe Urbanski WawrzyniakChloe Urbanski Wawrzyniak is teaching-focused faculty at the University of Kentucky, where she and her colleagues work to implement modern, evidence-based teaching practices in large, multi-section courses. She is especially interested in support mechanisms for under-prepared students and in professional development for graduate student instructors. When not working on math, she is often in her garden or working on home renovation projects.